Guía Docente 2021-22


Id.: 32490
Subject type: OBLIGATORIA
Year: 2 Teaching period: Segundo Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 72 Individual study: 78
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:


This course will bring the student the knowledge requiered to any infant teacher to develop skills and competences to design and implement innovative teaching  and research projects that will generate in her/ his future students basic skills. The student will be introduced to the basic research tools in Education. This is an introductory course in Research and Innovation applied to the field of Education. However the students will apply rigorous research methods and tools taking always into acount  high ethical standards.
The knowledge acquire in this course will bring the student to become a researcher fo his/ her own teaching practice.


General programme competences G01 Capacity to analyse and synthesise information from different sources.
G02 Capacity to effectively solve problems and take decisions based on the knowledge and competences acquired.
G03 Capacity to organise, plan and self-assess the work undertaken.
G04 Capacity to apply information technologies critically and constructively as tools to promote learning.
G05 Capacity to work in a team and cooperate with other professionals from the same or a different sector.
G07 Capacity for interpersonal communication in English (oral and written) at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree.
G08 Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc.
G09 Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights.
G10 Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market.
G11 Capacity to establish and fulfil the most suitable quality criteria and to employ work methods and strategies oriented towards continuous improvement.
G12 Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress.
Specific programme competences E23 Understand that systematic observation is a basic tool to reflect on work and situations, as well as to contribute to innovation and improvement in preschool education.
E24 Master the techniques of observation and registration.
E25 Tackle field analysis through observational methods using information, documentation and audiovisual technologies.
E26 Know how to analyse the data obtained, critically understand the situation and draft a report with conclusions.
E28 Know of international experiences and examples of innovative practices in preschool education.
E33 Know the scientific, mathematical and technological foundations of the curriculum at this stage as well as the theories on acquisition and development of the corresponding material learned.
E39 Create didactic proposals connected to scientific, technical, societal and sustainable development interaction.
Regulated profession competences P01 Know the objectives, curricular content and assessment criteria for Preschool Education.
P02 Promote and enable learning in early childhood - from an overall inclusive perspective - of the various cognitive, emotional, psychomotor and volitional aspects.
P03 Design and regulate learning areas, in the context of diversity, which cleave to the individual educational needs of the pupils, gender equality and respect for human rights.
P04 Foster harmony in the classroom and outside, and tackle the peaceful solution of conflicts.
P05 Know how to systematically observe learning and coexistence in action and reflect on both.
P07 Promote the independence and individuality of each pupil as educational factors in early childhood emotions, feelings and values.
P10 Express oneself orally and in writing and master the use of different expressive techniques.
P11 Know the educational implications of information and communication technologies and, particularly, television in early childhood.
P15 Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career.
P17 Reflect on classroom practices to innovate and improve teaching. Acquire the habits and skills to learn alone or with others and foster this among the pupils.
Learning outcomes R01 Use simple research tools and techniques for Preschool Education.
R02 Understand that systematic observation is a basic tool to reflect on work and the situations, as well as to contribute to innovation and improvement in preschool education.
R03 Know the theoretical features that characterise classroom interaction.
R04 Critically and reflectively analyse the activities undertaken during teaching practice, linking them to material learnt in this subject.
R05 Tackle field analysis through observational methods using information, documentation and audiovisual technologies.


All students attending this course should be registered in the degree program. Some documents might be in Spanish, thus international students should have some command of the Spanish language.


Subject contents:

1 - What is research & innovation?
    1.1 - Types of Research
    1.2 - Critical Thinking and the importance of research in Social Sciences and Education
       1.2.2 - What is innovation?
2 - Research Design
    2.1 - The purpose of statement
    2.2 - Research Questions
3 - Types of Methodologies
    3.1 - Quantitative Methods
       3.1.1 - Main characteristics and attributes of quantitative methodology
    3.2 - Qualitative Methods
       3.2.1 - Ethnography in Education and Social Sciences
       3.2.2 - Ethnographic tools: Fieldwork diary; Personal Interview
    3.3 - Mixed Methods
4 - Methodological Tools
    4.1 - Survey
    4.2 - Semi-structured personal interview
    4.3 - Focus group
5 - Ethics in Social Sciences Research
    5.1 - Purpose & objective of Informed Consent Forms in Social Sciences Research
    5.2 - Developing Informed consent Forms
6 - Analysis of Data and Conclusions of Research in Social Sciences
    6.1 - Transcribing
    6.2 - Analyzing common themes
    6.3 - Triangulation

Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.


Teaching and learning methodologies and activities applied:

During this course a variety of teaching methods will be used including lectures, class discussions, simulations,
and small group work. This course is planned to be reading intensive the first months of the semester. Thus, students
would be able to understand contribute to class discussions with a knowledge based. 
One of the main requirements of this course is to complete the assigned readings for the week and be prepared to
comment on them . This will greatly enhance class
discussions. Another important requirement is to participate actively in class discussions and in your small groups, as well
as on the practical activities.Your contribution is important and through your active participation, we can all learn more
from each other and about the topics being analyzed.
 This course is based on social constructivism therefore students' active class participation and reflection is key.
Class would be divided between introduction to topics and class discussion followed by practical-learning activies.
This course is based on continuous evaluation (Formative evaluation), this is why all the assignments should be handed
 in order to obtain a final course grade, in February 2020.
You are preparing to enter a professional field and you must exhibit those behaviors even beginning now. This includes
respectful participation in discussions, adherence to appropriate interactional styles and a professional attitude both in
and out of class. A professional attitude means that you do not ridicule or unnecessarily criticize others either within class
or outside the class. It is important to be opne minded to be a good researcher, you have to be curious and be asking constant questions about the eductaional context we live in, this will help you develop great inquiry skills and it will enhance your teaching practice in a near future.
Plagiarism is an illegal and unethical activity. I have NO tolerance for it. Plagiarism is the intentional or unintentional
representation of someone else’s work as your own. Everything you write should be yours or cited correctly using APA
6th Ed. Manual. Detecting plagiarism will be a fail in the research project.

Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 20
Other theory activities 3
Practical exercises 17
Practical work, exercises, problem-solving etc. 10
Debates 4
Coursework presentations 5
Films, videos, documentaries etc. 4
Workshops 3
Assessment activities 5
Extra-curricular activities (visits, conferences, etc.) 1
Individual study
Tutorials 2
Individual study 12
Individual coursework preparation 10
Group cousework preparation 12
Project work 14
Research work 12
Compulsory reading 10
Recommended reading 3
Portfolio 3
Total hours: 150


Calculation of final mark:

Final exam: 20 %
Oral Defense: 10 %
Research Project: 40 %
Portfolio: 30 %
TOTAL 100 %

*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.


Basic bibliography:

STAKE, Robert. The art of case study research. Thousand Oaks, CA: SAGE, 1995
YIN, R.K Case study research. Design and Methods. London: SAGE, 2009.
CRESWELL, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: SAGE, 2009. (Third Edition)
CRESWELL, John W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. 3rd ed. New Jersey: Pearson Prentice Hall.

Recommended bibliography:

MERRIAM, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey Bass.
MERTON, R. K., FISKE, M. & KENDALL, P. L. (1990). The focused interview: A manual of problems and procedures. New York: The Free Press.

Recommended websites:

Consejo Económico y Social de Aragón CESA
Instituto Nacional de Estadística INE
GLOBE Project
The SAGE Project
EDULEARN International Conference about education
LIFE TWO Project Learning Interculturality from Religions ttps://
CATCH 21st Century Skills for changing the approach to university teaching

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